Grade 6-12 English Language Arts Power Standards,
Pacing Outline, and Summative Assessment Schedule
Grade 6 ELA CCSS
Power Standards, Pacing Outline, and Summative Assessment Schedule
Number of Summative Assessments Scheduled
Qtr 1
Qtr 2
Qtr 3
Qtr 4
6
5
9
5
Reading Literature
6.RL.1 Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
A://
B:/
I CAN Define cite.
I CAN Find textual evidence for support.
I CAN Make inferences
A:///
6.RL.2 Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the text B:///
distinct from a personal opinions or judgements.
I Can Determine them.
I CAN Support theme with details from the book.
I CAN Write or present an unbiased summary.
6.RL.3 Describe how a particular story’s or drama’s plot unfolds in B:///
a series of episodes as well as how the characters respond or
change as the plot moves toward a
resolution.
I CAN Describe a series of events that are part of a plot.
I CAN Describe how a character changes throughout the story
I CAN Define resolution.
6.RL.4 Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings; analyze the
impact of a specific word choice on meaning and tone. *
B:///
I CAN Define figurative language
Personification
Simile
Hyperbole
Onomatopoeia
others
I CAN Define connotative meaning.
I CAN Define tone
I CAN Determine the meaning of a word
I CAN Analyze why and how a word was used.
6.RL.5 Analyze how a particular sentence, chapter, scene or stanza fits
in to the overall structure of a text and contributes to the development of
the theme, setting or plot.
A:/
A://
I CAN Define theme.
I CAN Define setting.
I CAN Define plot.
I CAN Explain how a particular part of a literary piece moves the story along.
I CAN Explain how a particular part of a literary piece develops the theme.
6.RL.6 Explain how an author develops the point of view of the narrator
or speaker in a text.
I CAN Define point of view
I CAN Explain how the author uses the narrator to develop the point of view.
A:/
6.RL.7 Compare and contrast the experience of reading a story,
drama, or poem to
listening to or viewing an audio, video or live version of the text,
including contrasting
what they “see” and “hear” when reading the text to what they
perceive when they
listen or watch.
A:/
I CAN Define compare and contrast.
I CAN Explain the similarities and differences between a written work
and an audio/
visual presentation of the same work.
A:/
6.RL.9 Compare and contrast texts in different forms or genres (e.g.,
stories and
poems; historical novels and fantasy stories) in terms of their
approaches to similar
themes and topics.
I CAN Define genre
I CAN Explain the similarities and differences between multiple genres
with similar
themes and topics.
6.RL.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6-8 text complexity
band* proficiently, with scaffolding as needed at the high end of the
range.
A://
I CAN Comprehend many genres of literature at my grade level.
Reading: Informational Text
6.RIT.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inference drawn from the text.*
I CAN Define cite.
I CAN Find evidence for support.
I CAN Make inferences.
6.RIT.2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments.
I CAN Determine theme
I CAN Support theme with details
I CAN Write an unbiased summary
A:///
B:/
A://
B://
A:/
6.RIT.3 Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text.
A:/
B:/
I CAN Explain how people, ideas, and situations are developed
throughout a text.
6.RIT.4 Determine the meaning of words and phrases as they are used in
a text, including figurative, connotative and technical meanings.
A://
B:/
A:/
A:/
B:/
A:/
A:/
B://
I CAN Define figurative language.
I CAN Define connotative meaning.
I CAN define technical vocabulary.
I CAN Determine the meaning of a word.
6.RIT.5 Analyze how a particular sentence, paragraph, chapter, or
section fits into the overall structure of a text and contributes to the
development of the ideas.
I CAN Explain how a part of a text helps to develop the ideas.
6.RIT.6 Determine an author’s point of view or purpose in a text
and explain how it is conveyed in a text.
I CAN Define point of view
Determine the author’s point of view in a text.
6.RIT.7 Integrate information presented in different media or formats
(e.g, visually,
quantitatively) as well as in words to develop a coherent understanding
of a topic or issue. *
I CAN Define integrate
I CAN Use pictures, charts, text, etc. to explain a topic or issue
B:/
6.RIT.8 Trace and evaluate the argument and specific claims in a
text, distinguishing claims that are supported by reasons and
evidence from claims that are not. *
A:/
B:/
A://
I CAN Define Claims.
I CAN Tell the difference between supported and unsupported claims.
6.RIT.9 Compare and contrast one author’s presentation of events with
that of another (e.g., a memoir written by and a biography on the same
person).
I CAN define, compare and contrast.
I CAN Explain the similarities and differences between two written works on
the same topic.
6.RIT.10 By the end of the year, read and comprehend literary nonfiction
in the grades 6-8 text complexity band* proficiently, with scaffolding as
needed at the high end of the range.
B:/
A:/
A:/
I CAN Comprehend nonfiction writing at my grade level.
Writing
6.W.1 Write arguments* to support claims with clear reasons and
relevant evidence.
I CAN Write an argumentative paper
I CAN Define claims
I CAN Define argument
I CAN Create a strong claim
C://///
//
B:/
I CAN Organize evidence to support a claim.
I CAN Include relevant evidence
I CAN Use credible sources
I CAN Use transitions to clarify relationships
I CAN Use a formal style
I CAN Make a concluding statement.
6.W.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and analysis of relevant content.
I CAN Write an informative/explanatory paper
A://///
//
I CAN Introduce a topic
I CAN Use multiple strategies to organize information
I CAN Use charts, pictures, headings, etc. to organize in presentations.
I CAN Support the topic with facts, details, quotes and examples.
I CAN use transitions
I CAN use descriptive vocabulary
I CAN Use a formal style.
I CAN Make a concluding statement.
6.W.3 Write narratives to develop real or imagined experiences or events
suing effective technique, relevant descriptive details, and wellstructured event sequences.
I CAN Write a narrative paper.
I CAN .Develop a narrator and.or characters.
I CAN Develop a plot.
I CAN Use dialogue.
I CAN Use Transitions.
I CAN Use Descriptive vocabulary and sensory language.
I CAN Provide a conclusion.
6.W.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
I CAN Develop grade level appropriate writing.
6.W.5 With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising,
editing, rewriting or trying a new approach.
I CAN Use revision strategies
I CAN Use editing strategies.
6.W.6 Use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of three
pages in a single siting.
C://///
/
C://///
/
C:/
B:/
C:/
C:/
B:/
C:/
I CAN Use technology to publish writing
I CAN Use technology to collaborate
I CAN Demonstrate sufficient keyboarding skills.
I CAN Type three pages in a single sitting.
6.W.7 Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate.
I CAN DO a research project.
I CAN Use several sources to answer a question.
6.W.8 Gather relevant information from multiple print and digital
sources, assess the credibility of each source, and quote or paraphrase
B://
B://
B:////
C:////
B://///
C:/
the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources.
I CAN find information from print sources.
I CAN Find information from digital sources.
I CAN Define credible.
I CAN Decide if a source is credible.
I CAN Define plagiarism.
I CAN Paraphrase information
I CAN Include quotes
I CAN Produce a bibliography
6.W.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
I CAN Use pieces of literary texts to support my writing
I CAN USE pieces from informational texts to support my writing
6.W.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
A:/
B:/
A:/
B:/
C:/
A:/
B://
Speaking and Listening
6.SL.1 engage effectively in a range of collaborative discussions (one-on-one, in
Groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues building on others’ ideas and expressing their own clearly.
I CAN Participate in one-on-one discussions
A:/
B:/
C://
I CAN Participate in group discussions
I CAN Participate in teacher-led discussions
I CAN Prepare for a discussion
I CAN Follow rules for discussions
I CAN Ask questions of my group members.
I CAN Respond to questions posed by my group members.
I CAN Summarize the group’s discussion
I CAN Understand others’ perspectives.
6.SL.2 Interpret information presented in diverse media and
formats and explain how it contributes to a topic, text or issue
under study.
A:/
C://
I CAN Understand information present in various formats
I CAN Explain its value or purpose
6.SL.3 Delineate a speaker’s argument and specific claims,
distinguishing claims that are supported by reasons and evidence
from claims that are not.
B:/
I CAN Define delineate
I CAN Tell the difference between supported and unsupported claims.
6.SL.4 Present claims and findings, sequencing ideas logically and
using pertinent descriptions, facts, and details to accentuate main
ideas or themes; use appropriate eye contact, adequate volume,
and clear pronunciation.
I CAN Present Claims Logically.
I CAN Use descriptions, facts, and details.
I CAN Use appropriate eye contact, volume and pronunciation.
C:/
C://
6.SL.5 Include multimedia components and visual displays in
presentations to clarify information.
CAN Use multimedia components in a presentation to clarify
information.
A:/
6.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
I CAN Use formal language in a classroom setting.
Language
6.L.1 Demonstrate common of the conventions of standard
English Grammar and usage when writing or speaking.
I CAN Demonstrate proper usage of the eight parts of speech in writing
and speaking
I CAN Use pronouns in the proper case.
I CAN Use intensive pronouns
I CAN Correct inappropriate use of pronouns
I CAN Find and correct mistakes in own and others’ writing and speaking
6.L.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
I CAN Use capitalization and punctuation correctly.
I CAN Define nonrestrictive elements.
I CAN Define parenthetical elements.
I CAN Use punctuation with nonrestrictive and parenthetical elements.
C:/
C:////
C:////
C://
C://
C:///
I CAN Spell Correctly
6.L.3 Use knowledge of Language and its conventions when writing,
speaking, reading or listening
I CAN Use proper conventions
I CAN Use varying sentence patterns
C://
C://
I CAN Remain consistent in style and tone.
6.L.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 6 reading and content, choosing
flexibly from a range of strategies.
I CAN Use context clues to determine the meaning of a word
B:/
A:/
B:/
A:/
I CAN Use Greek or Latin roots to determine the meaning of a word
I CAN Use print reference materials.
I CAN Use electronic reference materials.
6.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meaning.
I CAN Interpret figurative language
Similes
Metaphors
Personification
Idioms
Alliteration
Onomatopoeia
Others:
I CAN Use figurative language
Similes
A:///
B:///
Metaphors
Personification
Idioms
Alliteration
Onomatopoeia
Others:
I CAN Find relationships between words to better understand them.
B:/
6.L.6 Acquire and use accurately grade-appropriate general academic
C:/
and domain specific words and phrases; gather vocabulary knowledge
when considering a word or phrase important to the comprehension or
expression.
I CAN Use grade appropriate words and phrases
I CAN Find the meaning of unclear vocabulary words.
Key: Teaching points identified by hash marks (example: Module A: ///) each quarter.
27 Power standards identified in green highlighting.
14 Important standards identified in yellow highlighting.
25 Summative exams for power standards, scheduled by quarter and identified in green.
2 On-going summative portfolio evaluations identified in gray highlighting
Grade 7 ELA CCSS
Power Standards, Pacing Outline, and Summative Assessment Schedule
Number of Summative Assessments Scheduled
Qtr 1
Qtr 2
Qtr 3
Qtr 4
7
7
7
4
Reading Literature
7.RL.1 Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from
the text.
A: //
B: /
I CAN define cite and inference
I CAN find and cite several pieces of textual evidence to support my claim
I CAN make inferences
7.RL.2 Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective
summary of the text.
I CAN determine theme/central idea
I CAN analyze how the theme/central idea unfolds in the text
I CAN present a summary without opinion
7.RL.3 Analyze how particular elements of a story or drama
interact.
I CAN define characters
I CAN define setting
A: ///
B: ///
B: /
A: ///
I CAN define plot
I CAN explain how different story elements interact
7.RL.4 Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative meanings;
analyze the impact of rhymes and other repetitions of sounds on a
specific verse or stanza of a poem or section of a story or drama.
B: //
I CAN define figurative language/sound devices
Personification
Simile
Metaphor
Hyperbole
Onomatopoeia
Irony
Idioms
Alliteration
Assonance/Consonance
I CAN define connotative meaning
I CAN explain the impact of figurative language on a particular part of a
literary piece
I CAN determine the meaning of a word
7.RL.5 Analyze how a drama or poem’s form or structure
contributes to its meaning.
A: /
I CAN explain how poetic or dramatic form or structure influences meaning
7.RL.6 Analyze how an author develops and contrasts the points
of view of different characters or narrators in a text.
A: /
B: /
I CAN define compare and contrast
I CAN explain the similarities and differences between the points of view of
characters or narrators in a text
7.RL.7 Compare and contrast a written story, drama, or poem to its
audio, filmed, staged, or multimedia version, analyzing the effects
of techniques unique to each medium.
A: //
I CAN define compare and contrast
I CAN explain the similarities and differences between a written work and
an audio/visual presentation of the same work.
7.RL.9 Compare and contrast a fictional portrayal of a time, place,
or character and a historical account of the same period as a
means of understanding how authors of fiction use or alter
history.
A: /
I CAN explain the similarities and differences between a piece of historical
fiction and a historical account of the same time period
I CAN explain how an author uses or alters history
7.RL.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the
high end of the range.
I CAN comprehend many genres of literature at my grade level.
B: /
Reading: Informational Text
7.RIT.1 Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from a
text.
A: ///
B: /
A: ///
I CAN define cite and inference
I CAN find and cite several pieces of textual evidence to support my claim
I CAN make inferences
7.RIT.2 Determine two or more central ideas in a text and analyze
their development over the course of the text; provide an objective
summary of the text.
A: ///
B: ///
I CAN determine two or more central ideas
I CAN explain how two or more central ideas develop throughout the text
I CAN present a summary without opinion
7.RIT.3 Analyze the interactions between individuals, events, and
ideas in a text.
A: /
B: /
I CAN find textual evidence to explain how people, ideas, and situations
interact
7.RIT.4 Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical
meanings; analyze the impact of a specific word choice on
meaning and tone.
A: /
B: //
I CAN determine the meaning of unknown words
I CAN define figurative language
I CAN define connotative meaning
I CAN define technical meanings
I CAN explain how specific words impact meaning and tone
7.RIT.5 Analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole and to
the development of the ideas.
A: /
A: /
B: /
I CAN explain how an author uses the structure to develop ideas
7.RIT.6 Determine an author’s point of view or purpose in a text
and analyze how the author distinguishes his or her position from
that of others.
A: /
B: //
I CAN define point of view
I CAN determine the author’s point of view in a text
I CAN explain how the author’s point of view is different from others
7.RIT.7 Compare and contrast a text to an audio, video, or
multimedia version of the text, analyzing each medium’s portrayal
of the subject.
A: /
B: /
I CAN define compare and contrast
I CAN explain the similarities and differences between a written word and
an audio/visual presentation of the same work
7.RIT.8 Trace and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the evidence
is relevant and sufficient to support the claims.
B: / I CAN evaluate an argument and its claims
I CAN determine if the support is relevant
I CAN determine if the support is sufficient
7.RIT.9 Analyze how two or more authors writing about the same
topic shape their presentations of key information by emphasizing
different evidence or advancing different interpretations of facts.
A: /
B: /
A: //
I CAN explain the differences between the presentation of evidence in two
or more written works on the same topic
I CAN explain the differences between the interpretation of facts in two or
more written works on the same topic
7.RIT.10 By the end of the year, read and comprehend literary
nonfiction in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
A: /
I CAN comprehend nonfiction writing at my grade level
Writing
7.W.1 Write arguments to support claims with clear reasons and
relevant evidence.
A: /
C:
/////////
I CAN define claims
I CAN define argument
I CAN create a strong claim
I CAN organize evidence to support a claim
I CAN include relevant evidence for and against an argument
I CAN use credible sources
I CAN cite my sources of evidence
I CAN use transitions to clarify relationships
I CAN use formal style
I CAN write a concluding statement
I CAN write an argumentative paper
7.W.2 Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
A:
////////
C:
////////
I CAN introduce a topic previewing the content
I CAN use multiple strategies to organize information
I CAN support the topic with facts, details, quotes and examples
I CAN use transitions
I CAN use descriptive vocabulary
I CAN use formal style
I CAN write a concluding statement
I CAN write an informative/explanatory paper
7.W.3 Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and
well-structured event sequences.
C: ////// I CAN develop a narrator and/or characters
I CAN develop point of view
I CAN develop a plot
I CAN use dialogue
I CAN use transitions
I CAN use descriptive vocabulary and sensory language
I CAN write a conclusion
I CAN write a narrative paper
7.W.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
B: /
C: /
I CAN develop grade-level appropriate writing for task
I CAN develop grade-level appropriate writing for purpose
I CAN develop grade-level appropriate writing for audience
7.W.5 With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed.
I CAN use revision strategies
I CAN use editing strategies
I CAN revise for a specific purpose and audience
I CAN use feedback from teachers and/or peers
7.W.6. Use technology, including the Internet, to produce and
publish writing and link to and cite sources as well as to interact
and collaborate with others, including linking to and citing
sources.
C: /
C: / I CAN use technology to publish writing
I CAN link evidence to my claim and cite sources
I CAN use technology to collaborate
7.W.7 Conduct short research projects to answer a question,
drawing on several sources and generating additional related,
focused questions for further research and investigation.
B: //
B: //
B:
/////
C:
/////
B:
/////
C: /
I CAN generate focused questions for research
I CAN use several sources to answer a question
I CAN do a research project
7.W.8 Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a
standard format for citation.
I CAN find information from print sources
I CAN find information from digital sources
I CAN use search terms
I CAN define credible
I CAN decide if a source is credible
I CAN define plagiarism
I CAN paraphrase information
I CAN include quotes and word for word facts from credible sources
I CAN cite sources within the written text
I CAN produce a bibliography/works cited
7.W.9 Draw evidence from literary or informational texts to support A: /
analysis, reflection, and research.
I CAN use textual evidence from literature to support my writing
I CAN use textual evidence from informational texts to support my writing
7.W.10 Write routinely over extended time frames and shorter time
for a range of tasks, purposes, and audiences.
I CAN write for many reasons
Speaking and Listening
7.SL.1 Engage effectively in a range of collaborative discussions
with diverse partners on grade 7 topics, texts, and issues, building
on others’ ideas and expressing their own clearly.
A: //
B: /
C: /
A: /
B: /
B: /
C: /
I CAN participate in one-on-one discussions
I CAN participate in group discussions
I CAN participate in teacher-led discussions
I CAN prepare for a discussion
I CAN ask questions of my group members
I CAN respond to questions posed by my group members
I CAN summarize the group’s discussion
I CAN allow for others’ perspectives
7.SL.2 Analyze the main ideas and supporting details presented in
diverse media and formats and explain how the ideas clarify a
topic, text, or issue under study.
C: /
I CAN understand and explain information presented in various formats
I CAN explain how the ideas clarify the topic
7.SL.3 Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence.
B: /
I CAN define delineate
I CAN evaluate the soundness, relevance, and sufficiency of evidence
7.SL.4 Present and find claims and findings, emphasizing salient
points in a focused,coherent manner with pertinent descriptions,
facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
B: /
C: ///
I CAN present claims logically
I CAN emphasize important points
I CAN use related descriptions, facts, and details
I CAN use appropriate eye contact, volume and pronunciation
7.SL.5 Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize salient
points.
I CAN define clarify
I CAN use multimedia components in a presentation to clarify claims
I CAN use multimedia components in a presentation to emphasize
B: /
C: /
important points
7.SL.6 Adapt speech to variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate.
I CAN use formal language in a classroom setting
Language
7.L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
C: //
C: //
C: //
C: // I CAN demonstrate proper usage of the eight parts of speech in writing and
speaking
I CAN explain the functions of phrases and clauses
I CAN identify and avoid the use of fragments and run-on sentences
I CAN recognize compound sentences
I CAN recognize complex sentences
I CAN recognize compound-complex sentences
I CAN use the four types of sentences effectively
I CAN use phrases and clauses
I CAN recognize and correct misplaced and dangling modifiers
7.L.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
I CAN use grade-appropriate capitalization correctly
I CAN use grade-appropriate punctuation correctly
I CAN spell grade-appropriate vocabulary correctly
7.L.3 Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
C: /
I CAN use proper capitalization, punctuation, and spelling
I CAN choose precise words
7.L.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 7 reading and
content, choosing flexibly from range of strategies.
B: /
A: /
B: /
I CAN use context clues to determine the meaning of a word
I CAN use Greek or Latin roots to determine the meaning of a word
I CAN use print reference materials
I CAN use electronic reference materials
7.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
I CAN interpret figurative language
similes
metaphors
personification
idioms
alliteration
assonance/consonance
A: ///
B: ///
onomatopoeia
irony
I CAN use figurative language
similes
metaphors
personification
idioms
alliteration
assonance/consonance
onomatopoeia
irony
I CAN find relationships between words to better understand them
7.L.6 Acquire and use accurately grade-appropriate general
academic and domain specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to a comprehension or expression.
B: /
C: /
I CAN use grade appropriate vocabulary Key: Teaching points identified by hash marks (example: Module A: ///) each quarter.
29 Power standards identified in green highlighting.
29 Summative assessments for power standards, scheduled by quarter and identified in green.
12 Important-to-know standards identified in yellow highlighting.
Grade 8 ELA CCSS
Power Standards, Pacing Outline, and Summative Assessment Schedule
Number of Summative Assessments Scheduled
Qtr 1
Qtr 2
Qtr 3
Qtr 4
10
8
11
3
Reading Literature
8.RL.1 Cite the textual evidence that most strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.
B:/
I CAN define cite
I CAN find evidence for strong support
I CAN make inferences
8.RL.2 Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
B://// I CAN determine theme
I CAN identify evidence of theme development
I CAN explain how the theme relates to the characters, setting, and plot
I CAN present an unbiased summary
8.RL.3 Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of a character, or provoke a
decision.
I CAN explain how dialogue and incidents moves the action, develops a
character,
B:/ A://
and provokes decisions
8.RL.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions
of other texts.
B://
I CAN define figurative language/sound devices
Personification
Simile
Metaphor
Hyperbole
Onomatopoeia
Allusions
Analogies
Irony
Idioms
Alliteration
Assonance/Consonance
I CAN define connotative meaning
I CAN explain the impact of figurative language on a literary piece
I CAN determine the meaning of a word using context clues
8.RL.5 Compare and contrast the structure of two or more texts and analyze
how the differing structure of each text contributes to its meaning and style.
A://
I CAN explain how structure affects meaning of two or more texts
8.RL.6 Analyze how differences in the points of view of the characters and
the audience or reader create effects such as suspense or humor.
A:/
B:/
I CAN define point of view
I CAN explain the similarities and differences of characters’ points of views
and how
they create effects such as suspense or humor
8.RL.7 Analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script, evaluating the
choices made by the
director or actors.
A://
I CAN explain the similarities and differences between a written work and
an audio/
visual presentation of the same work.
I CAN evaluate the choices made by the director and actors
8.RL.9 Analyze how a modern work of fiction draws on themes, patterns of
events, or character types from myths, traditional stories, or religious works
such as the Bible, including describing how the material is rendered new.
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I CAN explain how a modern piece is affected by or draws from myths,
traditional
stories, or religious works
8.RL.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 6-8 text
complexity band independently and proficiently.
A:/
I CAN comprehend many genres of literature at my grade level
Reading: Informational Text
8.RIT.1 Cite the textual evidence that most strongly supports an analysis of
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A://
what the text says explicitly as well as inferences drawn from the text.
B:/
I CAN define cite
I CAN find evidence for strong support
I CAN make inferences
8.RIT.2 Determine a central idea of a text and analyze its development over
the course of the text, including its relationship to supporting ideas; provide
an objective summary of the text.
A:///
B:///
I CAN determine the central idea
I CAN explain how a central idea develops throughout the text
I CAN write an unbiased summary
8.RIT.3 Analyze how a text makes connections among and distinctions
between individuals, ideas, or events (e.g., through comparisons, analogies,
or categories).
A:/
I CAN explain how people, ideas, and situations are connected in a text
8.RIT.4 Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.
B://
I CAN determine the meaning of words and phrases
I CAN define figurative language
I CAN define connotative language
I CAN define technical meanings
I CAN explain how specific words impact meaning and tone
I CAN explain the impact of analogies and allusions
8.RIT.5 Analyze in detail the structure of a specific paragraph in a text,
including the role of particular sentences in developing and refining a key
concept.
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B://
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B:/
I CAN explain in detail how an author uses the structure to develop
concepts
8.RIT.6 Determine an author’s point of view or purpose in a text and analyze
how the author acknowledges and responds to conflicting evidence or
viewpoints.
I CAN define point of view
I CAN determine the author’s point of view in a text
I CAN explain how an author responds to others’ points of view
8.RIT.7 Evaluate the advantages and disadvantages of using different
mediums to present a particular topic or idea. (digital text, video, or multimedia)
B:/
I CAN explain the advantages and disadvantages of using different
mediums
8.RIT.8 Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
B:/
I CAN define delineate
I CAN determine if the support is relevant and sufficient
I CAN recognize irrelevant evidence
8.RIT.9 Analyze a case in which two or more texts provide conflicting
information on the same topic and identify where the texts disagree on
matters of fact or
interpretation.
I CAN explain the similarities and differences between two written works on
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B://
A:/
the
same topic
8.RIT.10 By the end of the year, read and comprehend literary nonfiction at
the high end of the grades 6-8 text complexity band independently.
A:/
I CAN comprehend nonfiction writing at my grade level
Writing
8.W.1 Write arguments to support claims with clear reasons and relevant
evidence.
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I CAN write an argumentative paper
I CAN define claims
I CAN define argument
I CAN create a strong claim
I CAN organize evidence to support a claim
I CAN include relevant evidence for and against an argument
I CAN use credible sources
I CAN use transitions to clarify relationships
I CAN define cohesion
I CAN use a formal style
I CAN write a concluding statement
8.W.2 Write informative/explanatory texts to examine a topic and convey
ideas,concepts, and information through the selection, organization, and
analysis of relevant content.
C:////////
I CAN write an informative/explanatory paper
I CAN introduce a topic previewing the content
I CAN use multiple strategies to organize information (e.g., charts, pictures,
headings, etc.)
I CAN support the topic with facts, details, quotes, and examples
I CAN use transitions
I CAN use descriptive vocabulary
I CAN use a formal style
I CAN write a concluding statement
8.W.3 Write narratives to develop real or imagined experiences or events
usingeffective technique, relevant descriptive details, and well-structured
event sequences.
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I CAN write a narrative paper
I CAN develop a narrator and/or characters
I CAN develop point of view
I CAN develop a plot
I CAN use dialogue
I CAN use transitions to show relationships
I CAN use descriptive vocabulary and sensory language
I CAN write a conclusion
8.W.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
C:/
I CAN develop grade-level appropriate writing
8.W.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
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B:/
trying a new approach, focusing on how well purpose and audience have
been addressed.
I CAN use revision strategies
I CAN use editing strategies
I CAN revise for a specific purpose and audience
I CAN apply feedback from teachers and/or peers
8.W.6. Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas efficiently as
well as to interact and collaborate with others.
C:/
C:/
I CAN use technology to publish writing
I CAN use technology to collaborate
8.W.7 Conduct short research projects to answer a question, drawing on
several sources and generating additional related, focused questions that
allow for multipleavenues of exploration.
B:// C:/ A:/
B:/
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I CAN do a research project
I CAN use several sources to answer a question
I CAN generate focused questions for research
8.W.8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
I CAN find information from print sources
I CAN find information from digital sources
I CAN use search terms
I CAN define credible
I CAN decide if a source is credible
I CAN define plagiarism
I CAN paraphrase information
I CAN include quotes
I CAN cite sources
I CAN produce a bibliography/works cited
8.W.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
A:/
A:/
I CAN use pieces from literary texts to support my writing
I CAN use pieces from informational texts to support my writing
8.W.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames. ( a single sitting or a day or
two)
C:/
B:/
I CAN write for many reasons
Speaking and Listening
8.SL.1 Engage effectively in a range of collaborative discussions with
diverse partners on grade 8 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
I CAN participate in one-on-one discussions
I CAN participate in group discussions
I CAN participate in teacher-led discussions
I CAN prepare for a discussion
A://
B:/
A:/
I CAN follow rules of discussion
I CAN ask questions that connect the ideas of my group members
I CAN respond to questions posed by my group members
I CAN summarize the group’s discussion
I CAN understand others’ perspectives
8.SL.2 Analyze the purpose of information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,
social, commercial, political) behind its presentation.
A:/
B:/
C:/
I CAN explain the use and purpose of multiple forms of media
I CAN evaluate why information was presented in a specific format
8.SL.3 Delineate a speaker’s argument and specific claims, evaluating the
soundness of the reasoning and relevance and sufficiency of the evidence
and identifying when irrelevant evidence is introduced.
I CAN define delineate
I CAN evaluate the soundness, relevance, and sufficiency of evidence
8.SL.4 Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
B:/
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SL:///
I CAN present claims logically
I CAN present main points
I CAN use relevant descriptions, facts, and details with reasoning
I CAN use appropriate eye contact, volume, and pronunciation
8.SL.5 Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
C:/
C:/
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C://
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I CAN use multimedia components in a presentation to strengthen claims
8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
I CAN use formal language in a classroom setting
Language
8.L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing and speaking.
I CAN explain the function of verbals
I CAN form and use verbs in the active and passive voice
I CAN form and use verbs in the indicative, imperative, interrogative, conditional,
and
subjunctive mood
I CAN recognize and correct inappropriate shifts in verb voice, mood, and tense
8.L.2 Demonstrate command of the conventions of standard English
captitalization, punctuation, and spelling when writing.
I CAN use capitalization and punctuation (comma, elipsis, dash) correctly
I CAN spell correctly
8.L.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
C:/
I CAN use proper conventions (e.g., tense, pronoun case, agreement, etc.)
I CAN use verbs in multiple forms to achieve an effect
8.L.4 Determine or clarify the meaning of unknown and multiple-meaning
B:/
A:/
B:/
I CAN use context clues to determine the meaning of a word
I CAN use Greek or Latin roots to determine the meaning of a word
I CAN use print reference materials
I CAN use electronic reference materials
8.L.5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
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B:///
I CAN interpret figures of speech (e.g., verbal irony, puns) in context*
I CAN find relationships between words to better understand them
I 8.L.6 Acquire and use accurately grade-appropriate general academic and
domain specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
B:/
I CAN use grade appropriate vocabulary
Grade 9-10 ELA CCSS
Power Standards, Pacing Outline, and Summative Assessment Schedule
Number of Summative Assessments Scheduled
Qtr 1
Qtr 2
Qtr 3
Qtr 4
12
6
10
6
Reading Literature
9-10.RL.1 Cite Strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
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I CAN use strong, thorough, specific evidence from the text.
I CAN Analyze ideas in the text. .
I CAN Draw inferences from the text.
9-10.RL.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
A:lllll
B:l
A:l
I CAN Determine theme or central idea.
I CAN Analyze how details develop of the theme.
I CAN Present an objective summary
9-10.RL.3 Analyze how complex characters (e.g., those with
multiple or conflicting motivations) Develop over the course of a
text, interact with other characters, and advance the plot or
develop the theme.
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A:l
I CAN Analyze complex characters.
I CAN analyze how characters change and interact throughout the story.
I CAN analyze how characters advance the plot or develop the theme.
9-10.RL.4 Determine the meaning of words and phrases as they
are used in the text including figurative and connotative
meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g, how the language evokes a
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sense of time and place; how it sets a formal or informal tone.
I CAN Determine the meaning of words and phrases as used in the text.
● Figurative meanings ● Connotative meanings I CAN Analyze how word choices affect meaning and tone.
9-10.RL.5 Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
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I CAN the structure of a text (e.g. frame story).
I CAN analyze order of events.
I CAN recognize the author’s manipulation of time and its effect.
I CAN Understand parallel plot.
I CAN Understand flashback.
9-10.RL.6 Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
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I CAN Analyze a point of view taking into account cultural experiences of
a character
9-10.RL.7 Analyze the representation of a subject or a key scene
in two different artistic mediums, including what is emphasized or
absent in each treatment. (e.g., Auden’s “Musee des Beaux Arts”
and Breughel’s Landscape with the Fall of Icarus)
9-10.RL.9 Analyze how an author draws on and transforms source
material in a specific work (e.g., how Shakespeare treats a theme
or topic from Ovid or the Bible or how a later author draws on a
play by Shakespeare).
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I CAN Define allusion.
I CAN Identify an author’s use of an allusion.
9-10.RL.10 By the end of grade 9, read and comprehend literature,
including stories, dramas and poems, in the grades 9-10 text
complexity band proficiently , with scaffolding as needed at the
high end of the range.
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B:l
By the end of 10, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 9-10
text complexity band independently and proficiently.
I CAN Comprehend many genres of literature at my grade level.
Reading: Informational Text
9-10.RIT.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
I CAN Cite strong, thorough, specific textual evidence.
I CAN Analyze ideas in the text.
C:lll
A:l
I CAN Draw inferences from the text.
9-10.RIT.2 Determine a central idea of a text and analyze its
development over the course of the text, including how it
emerges and his shaped and reminded by specific details’
provide an objective summary of the text.
C:lll
B:llllll
I CAN Determine central idea.
I CAN Cite and analyze supporting details.
I CAN Present an objective summary.
9-10.RIT.3 Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are made,
how they are introduced and developed, and the connections that
are drawn between them.
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B:l
I CAN identify the structure of a text .
I CAN determine order of events or series of ideas.
I CAN analyze main points and the connections drawn from them.
9-10.RIT.4 Determine the meaning of words and phrases as they
are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g. how the language of a court
opinion differs from that of a newspaper).
C:ll
B:ll
I CAN Determine the meaning of words and phrases as used in the text
● Figurative meanings
● Connotative meanings
● Technical meanings
● Analyze how word choices affect the overall meaning and tone.
9-10.RIT.5 Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or chapter.)
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B:l
I CAN Examine an author’s development of claims or ideas.
9-10.RIT.6 Determine an author’s point of view or purpose in a
text and analyze how an author uses rhetoric to advance that
point of view or purpose.
9-10.RIT.7 Analyze various accounts of subject told in different
mediums (e.g., a person’s life story in both print and multimedia),
determining which details are emphasized in each account.
9-10.RIT.8 Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
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I CAN outline the specific claims.
I CAN Assess valid reasoning.
I CAN Identify false statements.
I CAN Identify fallacies.
9-10.RIT.9 Analyze seminal U.S. Documents of historical and
literary significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s
“Letter from a Birmingham Jail”), including how they address
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related themes and concepts.
9-10.RIT.10 By the end of Grade 9, read and comprehend literary
nonfiction and the grades 9-10 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
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By the end of grade 10, read and comprehend literary nonfiction
at the high end of the grades 9-10 text complexity band
independently and proficiently.
I CAN Comprehend nonfiction writing at my grade level.
Writing
9-10.W.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s),
counterclaims, and reasons and evidence.
b. Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the
audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections
of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the
discipline in which they are writing. Provide a concluding
statement or section that follows from and supports the
argument presented.
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C:l
I CAN Write an argument to support a claim (thesis).
I CAN Introduce a precise claim
I CAN Distinguish claim from alternate or opposing claims
I CAN Clearly organize relationships among claim(s), counterclaims,
reasons and evidence
I CAN Use evidence to support claim(s) and counterclaims fairly
I CAN Adapt claim(s) and counterclaims to audience’s knowledge level
and concerns
I CAN Use transitions to create cohesion.
I CAN Use objective tone and a formal style.
I CAN Provide a concluding section.
9-10.W.2 Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization and
analysis of content.
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a. Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions;
include formatting (e.g., figures, tables), and multimedia wen
useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the
audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major
sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to
manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the
discipline in which they are writing
f. Provide a concluding statement or section that follows from
and supports the information or explanation presented (e.g.
articulating implications or the significance of the topic).
I CAN Write and informative/explanatory text
I CAN Organize complex ideas
I CAN Choose facts appropriate to audience’s knowledge of topic.
I CAN Use varied transitions to link major sections of the text
I CAN Manage the topic using precise language
I CAN Use an objective tone and a formal style.
I CAN Write a conclusion.
9-10.W.3 Write narratives to develop real or imagined experiences B:lll or events using effective technique, well-chosen details, and wellstructured event sequences.
a. Engage and orient the reader by setting out a problem,
situation, or observations, establishing one or multiple
point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or
events.
b. Use narrative techniques, such as dialogue, pacing,
descriptions, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they
build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences,
events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what
is experienced, observed, or resolved over the course of the
narrative.
I CAN Write a narrative
I CAN develop a plot (sequence of events which includes conflict).
B:l
I CAN Establish points of view.
I CAN Introduce narrator and/or in characters in exposition
I CAN Create a smooth progression of experiences and events.
I CAN Use vivid details to create a clear picture, setting, and characters.
I CAN Provide a conclusion that resolves and reflects the experience.
9-10.W.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above)
9-10.W.5 Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and
audience.
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D:l
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D:l
I CAN Use revision strategies. I CAN use prewriting strategies.
I CAN Use editing strategies
I CAN Focus on what is most significant for purpose and audience.
9-10.W.6. Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information
and to display information flexibly and dynamically.
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B:l
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I CAN Use technology to publish writing
I CAN Update individual or shared writing products
I CAN Link to other information in document
9-10.W.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
I CAN Conduct a sustained research project
I CAN Focus an inquiry on a problem or question
I CAN Solve a problem
I CAN Synthesize multiple sources
I CAN Demonstrate understanding of subject by solving a problem or
answering a question.
9-10.W.8 Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively,
assess the usefulness of each source in answering the research
question; integrate information into the text selectively to
maintain the flow of ideas; avoiding plagiarism and following a
standard format for citation.
I CAN Find authoritative information from print and electronic sources.
I CAN Avoid plagiarism by using correct citations and following a standard
format
I CAN Decide if a source is valid
I CAN Integrate information into the text to maintain a flow of ideas.
I CAN Produce a bibliography/works cited.
9-10.W.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Apply grades 9-10 Reading standards to literature (e.g., “analyze
how an author draws on and transforms source material in a
specific work [e.g., how Shakespeare treats a them or topic from
Ovid or the Bible or how a later author draws on a play by
Shakespeare}”)
Apply grades 9-10 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient identify false statements and fallacious
reasoning”)
B:l
9-10.W.10 Write routinely over extended time frames (time for
C:l
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and
audiences.
I CAN Write for many reasons for a variety of audiences.
Speaking and Listening
9-10.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups and teacher led) with diverse
partners on grade 6 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation by
referring to evidence on a topic, text or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and
detail by making comments that contribute to the topic, text
or issue under discussion.
d. Review the key ideas expressed and demonstrate
understanding of multiple perspectives through reflection
and paraphrasing.
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B:l
C:l
I CAN Participate in one-on-one discussions
I CAN Participate in group discussions
I CAN Participate in teacher-led discussions
I CAN Prepare for a discussion
9-10.SL.2 Interpret information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how it
contributes to a topic, text or issue under study.
9-10.SL.3 Delineate a speaker’s argument and specific claims,
distinguishing claims that are supported by reasons and
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evidence from claims that are not.
I CAN recognize the difference between supported and unsupported
claims.
9-10.SL.4 Present claims and findings, sequencing ideas logically
and using pertinent descriptions, facts, and details to accentuate
min ideas or themes; use appropriate eye contact, adequate
volume, and clear pronunciation.
D:l
B:l
9-10.SL.5 Include multimedia components (e.g., graphics, images, D:l
music, sound) and visual displays in presentations to clarify
information.
B:l
C:l
I CAN Present claims logically
I CAN Use descriptions, facts and details
I CAN Use appropriate eye contact, volume and pronunciation.
I CAN Use multimedia components in a presentation.
9-10.SL.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate. (See grade 6 language standards 1 and 3 for specific
expectations.)
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D:l
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I CAN Use formal language in a classroom setting.
Language
9-10.L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking*
a. Ensure that pronouns are in the proper case (subjective,
objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).*
c. Recognize and correct inappropriate shifts in pronoun
number and person.
d. Recognize and correct vague pronouns (i.e., ones with
unclear or ambiguous antecedents.)
e. Recognize variations from standard English in their own and
others’ writing and speaking, and identify and use strategies
to improve expression in conventional language.
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D:ll
B:ll I CAN use the eight parts of speech properly in writing and speaking
I CAN Use pronouns in the proper case.
I CAN Use intensive pronouns correctly.
I CAN Correct inappropriate and unclear pronouns.
I CAN identify and correct mistakes in own and others’ writing and
speaking.
9-10.L.2 Demonstrate command of the conventions of standard
English capitalization, punctuation and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.
b. Spell correctly.
I CAN Use capitalization and punctuation correctly. .
I CAN Define nonrestrictive and parenthetical elements.
I CAN Punctuate nonrestrictive and parenthetical elements correctly.
I CAN identify and correct misspelled words.
9-10.L.3 Use knowledge of language and its conventions when
writing, speaking, reading or listening.
a. Vary sentence patters for meaning, reader/listener interest
and style.
b. Maintain consistency in style and tone.
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A:l
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I CAN Use proper conventions.
I CAN write different types of sentences.
I CAN be consistent in style and tone.
A:l
9-10.L.4 Determine or clarify the meaning of unknown and
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multiple-meaning words and phrases based on grade 6 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning o a word (e.g., audience,
auditory, audible).
c. consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning or its
part of speech.
d. Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning of
context or ina dictionary.)
I CAN Use context clues to figure out word meanings.
I CAN identify Greek or Latin roots to determine the meaning of a word
I CAN use print and electronic reference materials.
9-10.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.*
b. Use the relationship between particular words (e.g.,
cause/effect, part/whole, item/category) to better understand
each of the words.
I CAN Use figurative language
● Similes
● Metaphors
● Personification
● Idioms
I CAN Use sound devices (e.g. alliteration, onomatopoeia).
I CAN Find relationships between words to better understand them
9-10.L.6 Acquire and use accurately grade-appropriate general
academic and domain specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
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I CAN Use grade-appropriate vocabulary. Grade 11-12 ELA CCSS
Power Standards, Pacing Outline, and Summative Assessment Schedule
Number of Summative Assessments Scheduled
Qtr 1
Qtr 2
Qtr 3
Qtr 4
4
4
4
1
Reading Literature
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11-12.RL.1
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters
uncertain.
I CAN Cite strong, thorough, explicit textual evidence.
I CAN analyze explicit ideas in the text.
I CAN Draw inferences from the text.
I CAN Determine where text leaves matters uncertain.
11-12.RL.2 Determine two or more themes or central ideas of a text
and analyze their development over the course of the text,
including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
I CAN Determine theme or central idea
I CAN Analyze how specific details shape the development of the
theme
I CAN Analyze how themes build on one another
I CAN Present an objective summary.
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11-12.RL.3 Analyze the impact of the author’s choices regarding
how to develop and relate elements of a story or drama (e.g.,
where a story is set, how the action is ordered, how the characters
are introduced and developed.)
I CAN Analyze how setting affects the story
I CAN Analyze the impact of the sequence of events.
I CAN Analyze how characters aer introduced and developed.
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11-12.RL.4 Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative
meanings, analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
I CAN Determine the meaning of words and phrases as used in the text
● Figurative meanings
● Connotative meanings
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I CAN Analyze the impact of word choice on meaning and tone.
11-12.RL.5 Analyze how an author’s choices concerning how to
structure specific parts of the text (e.g., the choice of where to
begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well
as its aesthetic impact.
I CAN Analyze specific parts of text
I CAN Define a comic resolution DEFINE is lower level Bloom’s
I CAN Define a tragic resolution DEFINE is lower level Bloom’s
I CAN Examine how author’s choices contribute to overall structure and
meaning.
11-12.RL.6 Analyze a case in which grasping a point of view
requires distinguishing what is directly stated in a text from what
is really meant (e.g, satire, sarcasm, irony, or understatement).
I CAN Distinguish between what is directly stated and what is meant.
I CAN Distinguish among satiric, sarcastic, ironic, and understated
points of view.
11-12.RL.7 Analyze multiple interpretations of a story, drama or
poem (e.g., recorded or live production of a play or recorded novel
or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an
American dramatist.)
I CAN Analyze multiple interpretations of a piece of literature
I CAN Evaluate how each version interprets the source text
11-12.RL.9 Demonstrate knowledge of eighteenth-, nineteenth- and
early twentieth century foundational works in American literature,
including how two or texts from the same period treat similar
themes or topics.
I CAN Demonstrate how two eighteenth-century texts treat similar
themes.
I CAN Demonstrate how two nineteenth-century texts treat similar
themes
I CAN Demonstrate how two early twentieth-century texts treat similar
themes.
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11-12.RL. 10 By the end of grade 11, read and comprehend
literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed
at the high end of the range. By the end of grade 12 read and
comprehend literature, including stories, dramas, and poems, at
the high end of the grades CCR text complexity band
independently and proficiently.
I CAN Read and comprehend many genres of literature at my grade
level.
Reading: Informational Text
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11-12.RIT.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves
matters uncertain.
I CAN Cite strong, thorough, explicit textual evidence
I CAN Analyze explicit ideas in the text
I CAN Draw inferences from the text.
I CAN Determine where text leaves matters uncertain.
11-12.RIT.2 Determine two or more central ideas of a text and
analyze their development over the course of the text, including
how they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
I CAN Determine two or more central ideas
I CAN Analyze how ideas interact, build and become complex.
I CAN Present an objective summary
11-12.RIT.3 Analyze a complex set of ideas or sequence of events
and explain how specific individuals ideas, or events interact and
develop over the course of the text.
I CAN Analyze a complex set of ideas or sequence of events.
I CAN Explain interaction and development of individuals, ideas, or
events.
11-12.RIT.4 Determine the meaning of words and phrases as they
are used in text, including figurative, connotative, and technical
meaning; analyze how an author used and refines the meaning of
a key term or terms over the course of a text (e.g. how Madison
defines faction in federalist No. 10)
I CAN Determine the meaning of words and phrases as used in the text
● Figurative meanings
● Connotative meanings
● Technical meanings
I CAN Analyze how author refines the meaning of key terms through
the course of a text.
11-12.RIT.5 Analyze and evaluate the effectiveness of the structure
an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and
engaging.
I CAN analyze the effectiveness of the author’s exposition or argument.
I CAN Evaluate whether the structure makes points clear, convincing,
and engaging.
11-12.RIT.6 Determine an author’s point of view or purpose in a
text in which the rhetoric is particularly effective, analyzing how
style and content contribute to the power, persuasiveness or
beautify of the text.
I CAN Determine point of view
I CAN Determine purpose
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I CAN Determine effective rhetoric
I CAN Analyze how style contributes to the effectiveness of the text.
11-12.RIT.7 Integrate and evaluate multiple sources of information
presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question
or solve a problem.
I CAN Integrate multiple sources from different media to address a
question or solve a problem.
I CAN Evaluate multiple sources from different media to address a
question or solve a problem.
11-12.RIT.8 Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional principles and use
of legal reasoning (e.g., in U.S. Supreme Court majority opinions
and dissents) ad the premises, purposes, and arguments in works
of public advocacy (e.g., The Federalist Papers, Presidential
addresses).
I CAN Delineate reasoning in seminal U.S. texts
I CAN Evaluate reasoning in seminal U.S. texts
I CAN Delineate the premises, purposes, and arguments in the works of
public
advocacy
11-12.RIT.9 Analyze seventeenth-,eighteenth-,and nineteenthcentury foundational U.S. documents of historical and literary
significance (including The Declaration of Independence, the
Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address)
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I CAN Analyze significant seventeenth-century U.S. documents for
purpose and rhetorical features.
I CAN Analyze significant eighteenth-century U.S. documents for
purpose and rhetorical features.
I CAN Analyze significant nineteenth-century U.S. documents for purpose and rhetorical features.
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nonfiction in the grades 11-CCR text complexity band proficiently,
with scaffolding as need at the high end of the range. By the end
of grade 12, read and comprehend literary nonfiction at the high
end of the grades 11-CCR text complexity band independently and
proficiently.
I CAN Read and comprehend nonfiction writing at my grade level
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11-12.W.1 Write arguments to support claims in an analysis of
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substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically
sequences claim(s) counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates
the audience’s knowledge level, concerns, values, and possible
biases.
c. Use words, phrases, and clauses as well as varied syntax to link
the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
I CAN Write an argument using valid reasoning and sufficient evidence
I CAN Introduce a knowledgeable claim.
I CAN Distinguish claim from alternate or opposing claims
I CAN Develop claim(s) and counterclaims sequentially with relevant
evidence.
I CAN Anticipate audience’s concerns, values and biases
I CAN Vary syntax to create cohesion
I CAN Maintain a formal style and objective tone
I CAN Provide a concluding section
11-12.W.2 Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization and
analysis of content.
a. Introduce a topic;organize complex ideas, concepts, and
information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant
and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the
major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
f. Provide a concluding statement or section that follows from and
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supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic)
I CAN Write an informative/explanatory text
I CAN Introduce a topic and organize new elements to create a unified
whole
I CAN Select most significant facts to develop a topic
I CAN Use transitions and syntax to link sections, create cohesion, and
clarify complex ideas.
I CAN Use precise language, vocabulary, figurative language
I CAN Use formal style and objective tone while following standard
conventions.
I CAN Write concluding statement section reflective of the information.
11-12.W.3 Write Narratives to develop real or imagined
experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines to develop experiences, events
and/or characters.
c. Use a variety of techniques to sequence events so that they
build on one another to create a coherent whole and build toward
a particular tone and outcome (e.g., a sense of mystery, suspense,
growth, or resolution)
d. Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events,
setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the
narrative.
I CAN Write a realistic or imaginative narrative
I CAN Develop a significant problem, situation, or observation
I CAN Use a variety of narrative techniques
I CAN Sequence events to build toward a particular tone or outcome
I CAN Use strong word choice to convey a vivid picture
I CAN Write a conclusion reflective of the resolution.
11-12.W.4 Produce clear and coherent writing in which the
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development, organization, and style are appropriate to task,
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purpose, and audience. (Grade-specific expectations for writings
types are defined in standards 1-3 above)
I CAN Develop grade-level appropriate writing in the genres of
argumentative papers, expository papers and narrative papers.
11-12.W.5 Develop and strengthen writing as needed by planning,
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revising, editing, rewriting, or trying a new approach, focusing on
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addressing what is most significant for a specific purpose and
audience.
I CAN Use revision strategies
I CAN Use editing strategies
I CAN Focus on what is most significant for purpose and audience.
11-12.W.6.Use technology, including the Internet to produce,
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response to ongoing feedback, including new arguments or
information.
I CAN Use technology to publish writing
I CAN Update individual or shared writing products.
I CAN Respond to feedback.
11-12.W.7 Conduct short as well as sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
I CAN Conduct a sustained research project
I CAN Focus an inquiry on a problem or question
I CAN Solve a problem
I CAN Synthesize multiple sources
I CAN Demonstrate understanding of subject by solving a problem or
answering a question.
11-12.W.8 Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively,
assess the strengths and limitations of each source in terms of the
task purpose, and audience’ integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
over reliance on any source and following a standard format for
citation.
I CAN Find credible information from multiple print and digital sources
I CAN Assess task, purpose, and audience of the source
I CAN Avoid plagiarism by using correct citations and following a
standard format
I CAN Integrate sources equally
I CAN Cite information correctly.
11-12.W.9 Draw evidence from literary or informational texts to
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a. Apply grades 11-12 reading standards to literature (e.g.,
“Demonstrate knowledge of eighteenth-, nineteenth- and earlytwentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar
themes or topics”)
b. Apply grades 11-12 Reading standards to literary nonfiction
(e.g., “delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of
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legal reasoning [e.g., in U.S. Supreme Court Case majority
opinions and dissents] and the premises, purposes, and
arguments in works of public advocacy [e.g., The Federalist
Papers, Presidential addresses]”)
I CAN Research and support an analysis or reflection, with evidence
from seminal U.S. documents.
11-12.W.10 Write routinely over ever extended time frames (time
for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes and
audiences.
I CAN Write for many reasons for a variety of audiences.
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Speaking and Listening
11-12.SL.1 Initiate and participate effectively in a range of
collaborative, discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 11-12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly
and persuasively.
a. Come to discussions prepared having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions
that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify or challenge
ideas and conclusions’ and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what
additional information or research is required to deepen the
investigation or complete the task.
I CAN Participate in a range of collaborative discussions
I CAN Prepare for a discussion by reading and researching
I CAN Promote civil, democratic discussions
I CAN Establish roles within the group
I CAN Pose and respond to probing questions
I CAN Ensure a full discussion on a topic
I CAN Clarify or challenge ideas
I CAN Promote creative perspectives
I CAN Synthesize diverse perspectives
I CAN Determine additional information required to complete the task.
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11-12.SL.2 Integrate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve problems, evaluating
the credibility and accuracy of each source and noting any
discrepancies among the data.
I CAN Make informed decisions and solve problems using multiple
sources of information.
I CAN Evaluate the credibility and accuracy of sources noting any
discrepancies
11-12.SL.3 Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric, assessing the stance, premises, links
among ideas, word choice, points of emphasis, and tone used.
I CAN Evaluate speaker’s point of view, evidence, and rhetoric.
I CAN Assess points presented including word choice, emphasis, and
tone.
11-12.SL.4 Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives
are addressed and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal
and informal tasks.
I CAN Present organized information using a clear and distinct
perspective
I CAN Offer opposing perspectives when appropriate.
I CAN Use formal or informal style determined by purpose.
11-12.SL.5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations
to enhance understanding of findings, reasoning, and evidence
and to add interest.
I CAN Use multimedia components in a presentation
11-12.SL.6 Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when indicated or
appropriate.
I CAN Adapt speech to contexts and tasks.
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Language
11-12.L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Applying the understanding of that usage is a matter of
convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting
references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed.
I CAN Demonstrate proper usage of the conventions of standard
English.
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I CAN Recognize that usage changes over time.
I CAN Consult relevant references as needed.
11-12.L.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions
b. Spell correctly
I CAN Capitalize and punctuate correctly
I CAN Hyphenate correctly
I CAN Spell correctly
11-12.L.3 Apply knowledge of language to understand how
language functions in different contexts, to make effective choices
for meaning or style, and to comprehend more fully when reading
or listening.
I CAN Vary syntax for effect
I CAN Vary sentence patterns
I CAN Apply Understanding of syntax when reading
11-12.L.4 Determine or clarify the meaning of unknown and
multiple meaning words and phrases based on grades 11-12
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph,
or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
b. Identify and correctly use patterns of a word changes that
indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g.,
dictionaries,
glossaries, thesauruses), both print and digital, to find the
pronunciation
of a word or determine or clarify its precise meaning, its part of
speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or
phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
I CAN Use context clues to determine the meaning of a word
I CAN Use Greek or Latin roots to determine the meaning of a word
I CAN Use prefixes and suffixes to change meaning or part of speech
I CAN Use print reference materials
I CAN Use electronic reference material.
11-12.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context
and analyze their role in the text.
b. analyze nuances in the meaning of words with similar
denotations.
I CAN Use figurative language:
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● similes
● metaphors
● Personification
● Idioms
● Alliteration
● Onomatopoeia
● Hyperbole
● Paradox
I CAN Find relationships between words to better understand them.
11-12.L.6 Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension
or expression.
I CAN Use grade-appropriate vocabulary.
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Key: Teaching points identified by hash marks (example: Module A: ///) each quarter.
*Power standards identified and their summative assessments scheduled by quarter and identified
in green.
*Other standards (identified as “important” but not “power” standards) and their assessments (may
be summative or formative) in yellow.
* On-going summative portfolio evaluations identified in gray.